Second Level:
Social Studies
Significant Aspect of Learning: Locating, exploring and linking periods, people,
events and features in time and place.
Learner’s Voice = red
Experiences and Outcomes
Learning Statements
I can describe the physical processes of a natural
disaster and discuss its impact on people and the
landscape. SOC 2 -07 b
Compares and contrasts the effects of weather in Britain on
people and society with those in a different area.
By comparing my local area with a contrasting area
out with Britain, I can investigate the main features of
weather and climate, discussing the impact on living
things. SOC 2-12a
Teacher’s Voice = blue
Compare and contrasts land use of a local environment with
that of a contrasting environment.
Uses relevant numeracy and ICT skills to interpret data from
maps and others sources and create simple graphs.
Context of Learning: Compare the physical
landscape of Scotland with Jamaica
The children watched documentaries about Jamaica to
compare and contrast the physical landscape and land
use with Scotland. They looked at industries, place
names, surnames and geography to understand some of
the geographical similarities and differences.
The children also explored the historical links between
Jamaica and Scotland.
The children created maps of the countries and 3D
visualisations of the coral reefs.
I can explain how the physical environment
influences the ways in which people use land by
comparing my local area with a contrasting area.
SOC 2 -13a
I can display data in a clear way using a suitable
scale, by choosing appropriately from an extended
range of tables, charts, diagrams and graphs, making
effective use of technology.
MTH 2-21a
The learner was able to evaluate why there are
similarities in land use and place names by using a
variety of maps.
The learner was able to reason why sea water is
warmer in the Caribbean than off our own east coast
and made links with environmental science and land
use that is endangering the contrasting habitat of coral
reefs in Jamaica.
Through discussion, the learner debated the benefits
and drawbacks of living in different climates.
I have been watching videos about Jamaica and we
have been surprised to discover that there are lots of
similarities with the landscapes and land use with the
highlands of Scotland. Our surnames, our land use, our
fishing, tourism, our village locations and our mountains.
Even the area is similar. But Jamaica has higher
mountains and a larger population.
Context of Learning: Climate change and hurricanes
In order to compare weather between Scotland and Jamaica, the children
plotted and mapped the paths of hurricanes on a daily basis.
They created radio broadcasts to share their information and used numeracy
and ICT skills to research, plot and present their learning about hurricanes.
The learners also investigated how people in Jamaica prepare for hurricane
storms and compared this to communities in Scotland who suffer from
frequent problems to do with flooding.
Following the hurricane as it moved every day was really
interesting. I researched what people need to do to prepare
for hurricanes, and made our own radio broadcasts. It has
made me more interested in listening to the news, and I like
being knowledgeable.
I never knew we could demonstrate how air moves in a
hurricane, but we did experiments to show air movement.
Working in pairs, the learner used Internet research skills to
retrieve data from the National Hurricane Centre website to track
the paths of hurricanes.
The learner demonstrated their knowledge of grid references and
skills of map plotting techniques by successfully transferring the
data onto maps.
Through discussion, the learner was able to analyse the trending
movements of the hurricane and predict the paths it might follow
and discuss why this did or did not occur.
The learner also recognised how climate change can be more
extreme and severe in other countries.
Context of Learning: Plotting climate data to identify mystery countries
This activity was a challenge at the end of the topic to see how well the
learner could apply their knowledge and skills in evaluating map and climate
data. Equipped with climate data from a selection of mystery they had to
suggest and locate possible capital cities.
The learner was able to solve the identities of the
world capital cities by combining the skills of data
handling, mapping and intelligent guess work.
Working in a pair, the learner could discuss
various possibilities for the capital cities and came
to a shared answer based on the data and the
discussions.
The success of the activity demonstrated that the
learner had confidence in their numeracy and ICT
skills and could apply them to more complex
problems, maps and graphs on a global scale.